TRANSFERABILITY OF CURRICULUM LEARNING OUTCOMES FROM AN ADULT BACCALAUREATE DEGREE COMPLETION PROGRAM BY ALUMNI LEADERS TO THEIR WORKPLACE SETTING

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1 TRANSFERABILITY OF CURRICULUM LEARNING OUTCOMES FROM AN ADULT BACCALAUREATE DEGREE COMPLETION PROGRAM BY ALUMNI LEADERS TO THEIR WORKPLACE SETTING Background Breck A. Harris Ed.D. Fresno Pacific University Malcolm Knowles believed that adults learn in order to perform tasks, solve problems, or increase life satisfaction (Knowles and Associates 1984). A major implication of Knowles' pioneering writing on andragogy is that curriculum for adults should be oriented around their life situations and present opportunities for adults to problem-solve (Lowe 1975; as cited by Shaw 1982). Malcolm Knowles (1980, 1989) six assumptions of andragogy represent his core ideas about andragogy. These six assumptions are: 1. Adults both desire and enact a tendency toward self-directedness as they mature, though they may be dependent in some situations. 2. Adults experiences are a rich resource for learning. 3. Adults are aware of specific learning needs generated by real life tasks or problems. 4. Adults wish to apply newly acquired skills or knowledge to their immediate circumstances. 5. Adults need to know why they need to learn something before undertaking to learn it. 6. The most potent motivators motivating adults to perform in the workplace are intrinsic motivators such as desire for higher self esteem, quality of life, and job satisfaction. Due to Malcolm Knowles pioneering work, andragogical approaches have been implemented throughout the field of education (Davenport and Davenport 1985). However, there has also been considerable debate by researchers about many aspects of Knowles six assumptions of andragogy. The literature indicates that many researchers believe more research is needed on Knowles bedrock theoretical assumptions to validate andragogy as an accepted theory of adult learning (Davenport and Davenport 1985; Jarvis 1984; Stickey-Taylor and Sasse 1990; Beder and Carrea 1988). Knowles fourth assumption of andragogy is that adults wish to apply newly acquired skills or knowledge to their immediate circumstances. In reference to this fourth assumption, the researcher Brookfield (1986) takes issue with Knowles and believes Knowles may underestimate the large amount of learning adults undergo simply for the joy and fulfillment that learning itself brings to adults. However, other researchers believe adults learn primarily because they want to use the knowledge they gain in other settings, such as the workplace (Aslanian and Brickell 1988). Do adults learn primarily because they want to use knowledge they gain in other settings? To answer this question, research was conducted by the author as a way to test Knowles fourth assumption of andragogy, which holds that adults wish to apply newly acquired skills or knowledge to their immediate circumstances. This research directly tested Knowles fourth assumption in a descriptive dissertation study: are alumni working in leadership positions actually applying leadership-related cognitively-based learning outcomes acquired in adult baccalaureate degree completion (ABDC) programs to their workplace setting and if so, to what degree of effectiveness?

2 Since the 1980s, educators have been placing more emphasis on the development and implementation of learning outcomes in educational design (Cage 1991; Jessup 1991; Semrow et al. 1992; Fitzpatrick 1995; Stronks 1991). Organizations, such as the Unit for the Development of Continuing Education (UDACE), recommend inclusion of "personal outcomes" for college graduates, such as interpersonal and intrapersonal skills, critical thinking, and processing skills which are transferable to a wide range of personal and work settings (Allan 1996). During the mid 1980s, a new movement in higher education began towards providing students with transferable skills that are applicable in employment settings (Stephenson 1992). Organizations, such as the College Outcomes Measurement Program (COMP), also claim college graduates need to obtain more skills in areas such as communication and learning to function effectively within employment settings (Eggins 1992). Other researchers, such as Dearing (1997) and organizations, such as the Qualifications and Curriculum Authority (QCA) also recommend inclusion of learning outcomes for students in the skill area of communication, numeracy, information technology, working with others, and learning how to learn. Related to this new movement in higher education, many researchers have also attempted to define in more operational terms how and when skill transfer by a student has actually taken place (Oates 1992). Previously, higher education has placed less emphasis on the development of transferable skills because of an emphasis on cognitive learning. However, the literature indicates various stakeholders are calling for more emphasis by higher education on inclusion of transferable skills training that are directly applicable to the students workplace setting (Drew 1998; Evers, Rush, and Berdrow 1999). The need to provide college students with more transferable workplace skills is being driven by a growing realization by both employers and students that college graduates often lack needed practical job skills. Some of these practical job skills include working effectively in group settings and adapting successfully to the culture of the corporation (Whitson 1998). The Management and Organization Development (MOD) program is a management curriculum designed specifically for working adults. This program, in operation since 1989, is currently being offered at nineteen U.S. colleges. The author works as a faculty member in the MOD program offered by Fresno Pacific University (FPU), located in Fresno, California. As designed, the MOD curriculum is heavily structured around simulations, case studies, small and large group exercises, and readings. As part of the program, students reflect on their previous work and life experiences and link that experience with theories learned in the program. Students are then asked to apply this integrated learning using problem-solving techniques. Knowles believed that the workplace setting is a key arena for application of knowledge (Knowles 1981). Since its inception in 1991, the MOD program at FPU, which was the focus of this study, has produced hundreds of adult graduates who now work in leadership positions. However, little research had been conducted to determine if cognitive knowledge or skills taught within the program are applied by graduates in their workplace setting. This study was designed to contribute directly to this research area. Over the last twenty years there has been tremendous growth in Adult Baccalaureate Degree Completion (ABDC) programs in the United States (CAEL/ACE 1993). In 1983, only 100 adult

3 degree programs could be identified by the American Council of Education (ACE). By 1993, over 284 programs were identified, nearly a three-fold increase in less than a decade (CAEL/ACE 1993). By 1993, over 600 institutions of higher learning have reported implementation of some form of adult program (CAEL/ACE 1993). Growing numbers of adults are returning to college to learn and acquire occupational skills needed to advance in their work careers (Aslanian and Brickell 1988; Kay 1982). However, the rapid growth of ABDC programs has created some significant problematic issues for the field of adult education. This rapid growth has led to somewhat negative perceptions that the overall quality of adult degree completion programs is not at the same level as traditional undergraduate programs (Sherlock 1997; Balzer 1996). Key principles related to effective practice for degree completion programs have been developed by the Council for Adult and Experiential Learning (CAEL), American Council of Education (ACE), and the Institute of Professional Development (IPD), recognize the importance of evaluating learning outcomes in adult degree completion programs. A CAEL/ACE paper states that inappropriate assessment of learning outcomes is one reason for the somewhat negative perceptions about overall lack of quality of ABDC programs (CAEL/ACE 1993). Despite recommendations by organizations such as ACE, CAEL, and IPD, there has been little research conducted in the area of evaluation of learning outcomes from adult degree completion programs (Sherlock 1997). This research is needed as one method to determine if ABDC programs are actually delivering high quality learning to their adult students. Herd (1998) also recommends in her recent dissertation study that further research needs to be conducted. To respond to the issues brought by CAEL/ACE, this current study attempted to provide more research knowledge about the application of learning outcomes in ABDC programs. Purpose and Methodology of the Study The purpose of this descriptive research study was to document the perception of FPU MOD program alumni who work as leaders concerning the frequency of their application of twentyseven leadership learning outcomes to their workplace setting. To accomplish the objectives of this descriptive study, the following four research questions were key to this research: 1. To what degree of frequency of application were leadership learning outcomes in Module Two, Organizations and Environments, being applied by MOD alumni to their workplace setting? 2. To what degree of frequency of application were leadership learning outcomes in Module Three, Group and Organizational Behavior, being applied by MOD alumni to their workplace setting? 3. To what degree of frequency of application were leadership learning outcomes in Module Seven, Human Resources Administration, being applied by MOD alumni to their workplace setting? 4. To what degree of frequency of application were leadership learning outcomes in Module Eight, Principles of Management and Supervision, being applied by MOD alumni to their workplace setting? To carry out the methodology of this descriptive research, the researcher developed a survey

4 instrument identifying twenty-seven leadership outcomes for Modules Two, Three, Seven, and Eight. A four-point Likert scale was selected which employed descriptors to describe the scale of application for each of the twenty-seven leadership outcomes. The scale included "never applied" (indicating a score of 1), "rarely applied" (indicating a score of 2), "occasionally applied" (indicating a score of 3), and "frequently applied" (indicating a score of 4). The researcher then identified 185 alumni of the MOD program at FPU who, since graduation, have worked one or more years as a leader, manager, or supervisor, overseeing the work activities of one or more subordinates in a work environment. These 185 alumni leaders constituted the sample for this survey. They makeup 34.4 percent of the total group of 538 alumni who graduated from the program during the years 1991 to In 1999, a telephone survey to all 538 alumni was completed. This yielded a total of 185 possible respondents. Data were collected on this sample through the use of a self-developed instrument containing twenty-seven questions related to the four research questions addressed in this study. Over a period of two months, a total of three mailings resulted in a response rate of 83.7 percent which helped obtain research validity. Descriptive data were calculated for each of the twentyseven questions of the questionnaire, including number of respondents, standard deviation, standard error, confidence level, and the mean score. Also, percentage and frequency responses were compiled for each of the twenty-seven items on the survey. Open-ended written responses were summarized in a table format for each of the four modules studied. The questionnaire responses were coded for statistical analysis and tabulated using Statistical Packages for the Social Sciences (SPSS/PC). Major Findings The following major findings were reported as they related to the four research questions of this descriptive study. Findings for Module Two, Organizations and Environments Module Based on mean responses of the sample of 185 alumni leaders from the MOD program at FPU to all five learning outcomes in this module, one learning outcome, How Key Elements of Culture Impact Organizations, was found to be "frequently applied" to the respondents workplace setting. Based on mean response to the sample, the remaining four learning outcomes were found to be "occasionally applied" to the respondents workplace setting. In terms of generalizability to the total population of alumni leaders from all 19 U.S. colleges who are currently offering the MOD program, examination and comparison of confidence intervals for all five learning outcomes indicates that, with a 95 percent degree of confidence, all five learning outcomes for this module were found to be "occasionally applied" or "frequently applied" in their previous or current work environment In summarizing key written responses to the open-ended question of section one of the survey, almost half of the respondents (48.9 percent), felt that learning outcomes in Module Two have been "effectively applied" in their work setting, and have been helpful to them. Findings for Module Three, Group and Organizational Behavior Module Based on mean responses of the sample of 185 alumni leaders from the MOD program at Fresno

5 Pacific University to the eight learning outcomes in this module, two learning outcomes, Effective Leadership Requires Being Situational, and Interpersonal Communication were found to be "frequently applied" to the respondents previous or current workplace setting. The six remaining learning outcomes, were found to be "occasionally applied." It was found, with a 95 percent degree of confidence, that all eight leadership outcomes for Module Three were being either "occasionally applied" or "frequently applied" by the total population of ABDC alumni in leadership positions in their previous or current work setting. In summarizing written responses to the open-ended question for section two of the survey, exactly half of the respondents (50.0 percent) felt that learning outcomes in Module Three are applied often in their work setting and are key skills directly related to their particular leadership style. Findings for Module Seven, Human Resources Administration Module Based on mean responses to the sample of 185 alumni leaders from the MOD program at Fresno Pacific University, all six learning outcomes in this module rated as being "occasionally applied" in the respondents previous or current workplace setting. In terms of generalizability to the total population of alumni leaders from all nineteen colleges, one of the six leadership learning outcomes for Module Seven, Writing a Job Description Capable of Serving as an Effective Guide for Recruitment of Employees, was "occasionally applied" or "rarely applied" by alumni in leadership positions in their previous or current workplace setting. The remaining five leadership learning outcomes were found, with a 95 percent degree of confidence, to have been "occasionally applied" by alumni in leadership positions in their previous or current workplace setting. In summarizing key written responses to the open-ended question for section three of the survey, only seven (21.2 percent) respondents felt that learning outcomes in this module have been used in their work setting since they have been in a leadership/supervisory role. A similar number of seven (21.2 percent) respondents provided written responses indicating these learning outcomes in Module Seven were not used because they were not related to their job role, their work organization was too small, or human resource functions were already being handled by their work organization. Findings for Module Eight, Principles of Management and Supervision Module Based on mean responses of the sample of 185 alumni leaders from the MOD program at Fresno Pacific University, all eight learning outcomes were found to be "occasionally applied" to the respondents workplace setting. In terms of generalizability of results to the total population of alumni leaders from all nineteen colleges, one learning outcome, Understanding Trends Toward Greater Employee Participation through Participatory Management, was found, with a 95 percent degree of confidence, as being "frequently applied" or "occasionally applied" to the alumni population s previous or current workplace setting. One learning outcome, Demonstration of the Knowledge of the Historical Development of Motivational Theory, was found, with a 95 percent degree of confidence, as being "occasionally applied" or "rarely applied" to the alumni population s previous or current workplace setting. The remaining six learning outcomes of this module were found, with a 95 percent degree of

6 confidence, as being "occasionally applied" to the alumni population s previous or current workplace setting. In summarizing key written responses to the open-ended question of section four of the survey, ten (43.5 percent) respondents felt that learning outcomes in Module Eight have been applied in their work setting and have helped them become better leaders. Conclusions Based on the mean sample response of 185 alumni leaders from Fresno Pacific University, there were three of the 27 learning outcomes in this study found to be "frequently applied." The remaining 24 of the 27 learning outcomes found to be "occasionally applied" in the alumni leader s previous or current work environment. None of the 27 learning outcomes were found to be "rarely applied" or "never applied" in the alumni leader s previous or current work environment. One of Malcolm Knowles major assumptions of andragogy is that adults wish to apply newly acquired skills or knowledge to their immediate circumstances (1980). In this study, all twentyseven of the cognitively oriented key leadership learning outcomes of this study were found, with a 95 percent degree of confidence to be either "frequently applied," "occasionally applied," or "rarely applied" by alumni leaders to their workplace setting. However, the key word here is "applied." With all twenty-seven (100.0 percent) learning outcomes, alumni have taken cognitive leadership learning provided by the MOD program and have transferred or applied it with varying degrees of frequency into their workplace setting. The results of this study support this key assumption by Knowles, one of six major assumptions upon which the theory of andragogy stands. These research findings also confirm work by Knowles and Associates (1984), that found that adults learn to perform tasks, solve problems, or live in more satisfying ways. The author believes the results of this research indicate that alumni have taken cognitive leadership knowledge provided by the MOD program and have used it to perform leadership tasks or solve leadership-oriented problems in their workplace setting. These findings also confirm research by Aslanian & Brickell (19), indicating that adults want to use knowledge in the workplace, and tends to refute research by Brookfield (1984), whose research indicates that adults learn simply because of the joy and fulfillment of it. Implications and Recommendations It is recommended that both Module Seven, the Human Resources Administration Module and Module Eight, Principles of Management and Supervision, be significantly revised to eliminate certain learning outcomes that are currently part of the curriculum. It is also recommend that MOD directors consider large-scale revisions to all nine modules of the program curriculum to include more transferable leadership skills training for students. Currently, the FPU MOD program incorporates a heavy reliance on cognitive knowledge versus transferable skills. However, the author believes transferable skills learning would be applied by alumni in their workplace settings more than cognitively based

7 learning outcomes. If true, transferable skills learning could actually provide more career benefit to future MOD alumni. Perhaps the time has come throughout the field of education to reduce a traditional emphasis on cognitive learning in curriculum design. More emphasis on transferable skills training in curriculum design for future college graduates should also be considered. It is recommended that more leadership-oriented transferable skills training in the areas of simulations, role-plays, and videotaping arrangements be both created and included within the MOD program (Hall 1994). This kind of learning environment will allow students to practice their performance as future leaders. This will help alumni leaders be better prepared to manage people and tasks, adapt to change, and be more of a risk-taker (Evers Rush and Berdrow 1999). It is also recommended that MOD program directors include more transferable skills training in the area of helping students "learn how to learn." Based on the literature, the author recommends inclusion into the MOD program learning outcomes in the areas of knowledge, comprehension, the ability to apply knowledge in different situations, and the processing skills acquired through the use and application of knowledge (Allan 1996). This will help future MOD students to improve their ability to learn more quickly and efficiently and will increase their future value to work organizations. It is also recommended that a concentrated transferable skill emphasis in the area of information technology be implemented into the MOD program. Immediate consideration should be given to revising the MOD program so that areas of the curriculum program can be offered to students via the Internet in time-free, space-free, environments. Another of Malcolm Knowles (1989) main assumptions of andragogy is that adults "need to know why they need to learn something before undertaking to learn it" (83). Knowles felt that adults invest tremendous energy to examine benefits they will gain from new learning or the negative consequences of not learning it before attempting to learn something on their own. Because of this, Knowles felt that the first job of the teacher of adults is to help learners become aware of the "need to know." Based on Knowles assumption, the author recommends that when class begins, more emphasis be given by the MOD facilitator in explaining to students the benefits of the curriculum. Many researchers in the field of adult learning claim that adults will learn more if the adult is allowed more freedom to select the content and process of learning, based on individual interest and needs (Lowe 1975; as cited by Shaw 1982). The FPU MOD program is a lock-step curriculumbased program that currently allows for little individuality in offering knowledge specifically tailored to each student s workplace learning needs. As a way of expanding learning outside of the traditional classroom setting, Malcolm Knowles suggests individualized learning plans for students (Knowles and Associates 1984). It is suggested that MOD program directors consider some utilization of individualized learning plans for their adult students. The individualized learning plan is a signed contract of agreements between the adult learner, workplace supervisor, and educational instructor as a way to agree on learning objectives and learning outcomes the student would reach (Knowles and Associates 1984). The author recommends that MOD directors consider adding a module to the program built around the concept of creating a individualized learning contract between each MOD student, the student s workplace supervisor, and MOD facilitator. This would assist MOD students to reach learning outcomes specifically tailored on an individual basis to meet their actual workplace needs.

8 This "learning contract" approach would allow the student input in terms of creating learning outcomes that he/she hopes to achieve. The student will have a greater motivation to actually learn from the experience provided by the learning contract. Implementation of individualized learning plans allows students the freedom to design their own learning. The "learning contract" approach allows the student to apply learning immediately in their workplace setting. The literature suggests that non-traditional degree completion programs are often viewed as offering a lower-quality educational experience as compared to the traditional undergraduate program (ACE 1990). Sherlock s (1997) suggests that very little attention is being given by Adult Degree Completion Program (AADCP) administrators to determine what their respective students learned while completing these type of programs. This lack of attention by degree completion administrators may be one factor leading to the somewhat negative perception many in education have about degree completion programs. It is recommended that MOD program directors conduct more independent research with their respective alumni to determine what other learning outcomes from this program are being applied in the workplace by alumni. The results of this research should be communicated widely throughout the field of higher education. It is recommended that MOD program directors continue to explore ways to communicate results of research conducted with their respective alumni to relevant educational stakeholder groups within their own academic setting. The literature indicates many of these educational stakeholder groups may currently hold somewhat negative perceptions about the quality of education offered by degree completion programs (Sherlock 1997). Communication of more alumni research about the MOD program may help reduce some of these negative perceptions. Finally, more empirical research needs to be conducted on Malcolm Knowles six assumptions of andragogy. This research will assist to further operationalize the field of andragogy as a distinct theory of adult learning. References ACE and The Alliance See American Council on Education (ACE) and The Alliance Allan, Joanna Learning outcomes in higher education. Studies in Higher Education 21, no. 1: American Council on Education (ACE) and The Alliance Principles of good practice for alternative and external degree programs for adults. Washington, DC: American Council on Education. Aslanian, C. B., and H. M. Brickell How Americans in transition study for college credit. New York: College Entrance Examination Board. Balzer, Wendy J Utilization of the principles of good practice in adult degree completion programs. Ed.D. diss., Northern Arizona University, Flagstaff, AZ. Beder, H., and N. Carrea The effects of andragogical teacher training on adult students attendance and evaluation of their teachers. Adult Education Quarterly 38, no. 2:

9 Brookfield, Stephen D Understanding and facilitating adult learning. San Francisco: Jossey-Bass. CAEL/ACE See Council for Adult and Experiential Learning (CAEL), American Council on Education (ACE) Cage, M. C Thirty states cut higher education budgets by an average of 3.9 percent in fiscal Chronicle of Higher Education 37 (1 May): A1, A17. Council for Adult and Experiential Learning (CAEL), American Council on Education (ACE) Adult degree programs: Quality issues, problem areas and action steps. Chicago: Council for Adult and Experiential Learning. Davenport, J. III, and J. D. Davenport. 1985a. Androgogical-pedagogical orientations of adult learners: Research results and practice recommendations. Lifelong Learning 9: b. Knowles or Lindeman: Would the real father of American andragogy please stand up? Lifelong Learning 9, no. 9: 4-5. Dearing, R Higher education in the learning society. Report of the National Committee into Higher Education. London, HMSO. Drew, Sue Students' perceptions of their learning outcomes. Teaching in Higher Education 3, no. 3 (June): 197. Eggins, H Arts graduates', their skills and their employment: Perspectives for change. London: Falmer Press. Evers, F., J. Rush, and I. Berdrow Bridging the gap between school and work. University Business (April): Fitzpatrick, K. A Leadership challenges of outcome-based reform. Educational Digest 60, no. 5 (January): Hall, Francine S Management education by design. Journal of Management Education 18, no. 2 (May): 186. Herd, Tracie R A survey of alumni perceptions regarding effectiveness of selected experiential learning activities in accomplishing module goals of adult baccalaureate degree completion programs at selected Christian colleges. Ed.D. diss., University of La Verne, La Verne, CA. Jarvis, Peter Sociological perspectives in adult education: An interview with Peter Jarvis. Lifelong Learning 9, no. 4: Jessup, Gilbert Outcomes: NVQ s and the emerging model of education and training. London: Falmer Press. Kay, E. R Participation in adult education. Washington, DC: National Center for Educational Statistics.

10 Knowles, Malcolm The modern practice of adult education: From pedagogy to andragogy. 2d ed. Chicago: Follett Publishing Using learning contracts: Practical approaches to individualizing and structuring learning. San Francisco: Jossey-Bass See Knowles and Associates The making of an adult educator. San Francisco: Jossey-Bass Publishers. Knowles, Malcolm S. and Associates Andragogy in action. San Francisco: Jossey-Bass. Oates, T Core skills and transfer: Aiming high. Education and Training Technology International 29, no. 3: Sasse, E. B, and L. L. Stickney-Taylor An analysis of educational orientation and perceived teaching style. Continuing Higher Education Review 54, no. 2: Semrow, J. J., J. A. Barney, M. Fredericks, J. Fredericks, P. Robinson BVM, and A. O. Pfnister In search of quality: The development, status, and forecast of standards in postsecondary accreditation. New York: Peter Lang. Shaw, B Andragogy: The adult learning revolution. Delta 30 (June): 12. Sherlock, Jeffery F The assessment of student learning outcomes in management and business-related adult accelerated degree completion programs in the coalition for Christian colleges and universities. Ed.D diss., Ball State University, Muncie, IN. Stephenson, J., and S. Weil Quality in learning: A capability approach in higher education. London: Kogan Page Limited. Stronks, G. G Assessing outcomes in Christian higher education. Faculty Dialogue 14 (spring): 104. Whitson, Kevin Key skills and curriculum reform. Studies in Higher Education 23, no. 3 (October):